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ACES 1-3 > Module 1-3 > Flashcards

Module 1-3 Flashcards

1
Q
  1. T/F: It is acceptable for the ACES employees to talk about a client in from of a client’s home even if others are present in the neighborhood as long as they don’t use the client’s full name
A

FALSE

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2
Q
  1. T/F: It is necessary to collect data during every session
A

TRUE

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3
Q
  1. T/F: If you frequently cancel/change sessions, arrive late or leave early, or resign without giving proper notice or time to find a replacement, you are NOT breaking the RBT ethics code of General Responsibilities
A

FALSE

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4
Q
  1. Which of the following is NOT a HIPPA violation?
A

?

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5
Q
  1. Which of the following is the best example of objective session notes?
A

Joe screamed, cried, and dropped to the floor when I asked him to go to the bathroom

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6
Q
  1. It is acceptable to physically prompt a client when he/she is:
A

Trying to run into the street

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7
Q
  1. If an RBT has an Urgent clinical issue, which of the following should the RBT NOT do?
A

Wait until the next overlap or write information down for the Supervisor during the session

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8
Q
  1. T/F: RBTs should actively participate and ask questions during observations in order to get the most out of the observation.
A

FALSE

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9
Q
  1. During Rapport Building:
A

All of these are correct

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10
Q
  1. RBTs will receive overlaps from their Supervisors and should ask for additional support/overlaps as needed
A

Depending on the specific number of hours given to each client by their funding source

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11
Q
  1. Which is NOT a common symptom of ASD?
A

Normal verbal skill development

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12
Q
  1. T/F: Most individual with ASD display most, if not all, of the common symptoms
A

FALSE

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13
Q
  1. Which is NOT being researched as a possible cause of ASD?
A

Parenting issues

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14
Q
  1. T/F: The prevalence of ASD is currently 1 in 88 children
A

FALSE

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15
Q
  1. T/F: Over 15 million American children and adults are believed to have some form of ASD
A

FALSE

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16
Q
  1. T/F: ASD is 5 times more likely in boys than girls
A

TRUE

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17
Q
  1. T/F: Parents who have a child with ASD have a 28% chance of having another child with ASD
A

FALSE

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18
Q
  1. T/F: Almost half of children identified with ASD have average to above average intellectual abilities
A

TRUE

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19
Q
  1. Which is NOT one of the Kubler-Ross 5 Stages of Grief?
A

Frustration

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20
Q
  1. T/F: The Kubler-Ross of Grief occurs in order and parents might email in one stage for several years
A

False

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21
Q
  1. Which is NOT a basic principle of behavior?
A

Behavior ultimately responds better to punitive consequences than reinforcing consequences

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22
Q
  1. A target behavior is a behavior we want to:
A

All of the above

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23
Q
  1. An antecedent is a:
A

?

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24
Q
  1. A consequence is:
A

What happened immediately after the behavior, and What affects the rate of future behaviors under those or similar conditions (Both B and C)

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25
Q
  1. Social Negative Reinforcement functions to:
A

Escape or avoid something

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26
Q
  1. Social Positive Reinforcement functions to:
A

Get attention from someone or access to something

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27
Q
  1. Automatic Negative Reinforcement functions to:
A

Attenuate pain (without social attention)

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28
Q
  1. Automatic Positive Reinforcement functions to:
A

Stimulate the sense (without social attention)

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29
Q
  1. A Behavioral and environmental Assessment involves:
A

Conduction observations of a client’s behavior in his/her natural environment

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30
Q
  1. Probing involves:
A

Asking a client to preform a task that we are unsure he/she can perform without providing any prompting or assistance

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31
Q
  1. A Functional Assessment involves:
A

Determining the cause-and-effect relationship between the environment and behavior and altering that relationship in order to diminish the occurrences of future problem behaviors

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32
Q
  1. An Individualized Assessment involves:
A

Curriculum-based, developmental, and/or social skills assessments conducted typically in an interview format or using a check-off list of developmental activities

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33
Q
  1. A Preference Assessment involves:
A

Determining what items are more preferred by a client in order to increase the client’s motivation

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34
Q

2.Which is NOT a common symptom of ASD?

A

Normal verbal skill development

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35
Q
  1. T/F: Most individuals with ASD display most, if not all, of the common symptoms.
A

FALSE

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36
Q

2.Which is NOT being researched as a possible cause of ASD?

A

Parenting issues

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37
Q
  1. T/F: The prevalence of ASD is currently 1 in 88 children
A

FALSE

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38
Q
  1. T/F: Over 15 million American children and adults are believed to have some form of ASD.
39
Q
  1. T/F: ASD is 5 times more likely in boys than girls
40
Q
  1. T/F: Parents who have a child with ASD have a 28% chance of having another child with ASD
41
Q
  1. T/F: Almost half of the children identified with ASD have average to above-average intellectual abilities
42
Q
  1. Which is NOT one of the Kubler-Ross 5 stages of grief?
A

Frustration

43
Q
  1. T/F: The Kubler-Ross stages of grief occur in order and parents might remain in one stage for several years
44
Q
  1. Which is NOT a basic principle of behavior?
A

Behavior ultimately responds better to punitive consequences than reinforcing consequences

45
Q
  1. A target behavior is a behavior we want to:
A

Increase, Decrease, Change (All of the above)

46
Q

3.An antecedent is a:

47
Q
  1. A consequence is:
A

What happened immediately after the behavior, what affects the rate of future behaviors under those or similar conditions (Both B and C)

48
Q
  1. Social Negative Reinforcement functions to:
A

Escape or avoid something

49
Q
  1. Social Positive Reinforcement functions to:
A

Get attention from someone or access to something

50
Q
  1. Automatic Negative Reinforcement functions to:
A

Attenuate pain (without social attention)

51
Q
  1. Automatic Positive Reinforcement functions to:
A

Simulate the sense (without social attention)

52
Q
  1. A behavioral and Environmental Assessment involves:
A

Conducting observations of a client’s behavior in his/her natural environment

53
Q
  1. Probing involves:
A

Asking a client to preform a task that we unsure he/she can perform without providing any prompting or assistance

54
Q
  1. A functional assessment involves:
A

Determining the cause-and-effect relationship between the environment and a behavior and altering that relationship in order to diminish the occurrences of future problems behaviors

55
Q
  1. An individualized assessment involves:
A

Curriculum-based, developmental, and/or social skills assessments conducted typically in an interview format or using a check-off list of developmental activities

56
Q
  1. A preference assessment involves:
A

Determining what items are most preferred by a client in order to increase the client’s motivation

57
Q
  1. T/F: Replacement Behaviors are appropriate behaviors chosen to replace maladaptive behaviors that require equal or more effort, serve the same function, and provide the same or greater reinforcement than the maladaptive
58
Q
  1. Which is NOT an example of an Antecedent Based Intervention involving MOs?
A

Preparation

59
Q
  1. Deprivation ___ the effectiveness of a reinforcer and Satiation ____ the effectiveness of a reinforcer
A

Increases, reduces

60
Q
  1. Asking a client to touch three different body parts (an easy task) followed by asking the client his name (a difficult task) is an example of:
A

Behavior Momentum

61
Q
  1. Changing the rules of the client’s favorite card game is an example of:
A

Flexibility Training

62
Q
  1. Making up a game using a playground ball and promotion your client to ask peers to play the game is an example of:
A

Creating Opportunities

63
Q

3.Reinforcing a client for remaining in the bathroom when the toilet is flushed is an example of:

A

Systemic Desensitization

64
Q

Providing a client with a First/Then Statement is an example of:

A

Priming rules, expectations, and access to reinforcement

65
Q

Setting up several different play activities and providing a high level of reinforcement whenever the client engages in an activity is an example of:

A

Creating a stimulating enviornment

66
Q

Losing a token for not following directions is an example of:

A

Response Cost

67
Q

No longer reinforcing a client for crying when she wants a cookie is an example of:

A

Extinction

68
Q

Providing a client with a break to sit in a bean bag and listen to music is an example of:

A

Automatic Reinforcement Interventions

69
Q

Providing a client with a choice board to request a cookie instead of providing her with a cookie when she is crying is an example of:

A

Ignore and Redirect

70
Q

Asking a client to sit in a chair for 2 minutes where he can hear the television, but can’t see it when he is disrupting other children watching a reinforcing television program is an example of:

71
Q

Providing a client with a sticker each time he completes a task and then allowing the client to trade 10 stickers for 10 minutes of computer time is an example of:

A

Positive Reinforcement Systems

72
Q

Reinforcing a client for playing with a piece of play dough to stop her hand from flapping is an example of:

A

Differential Reinforcement

73
Q

Positive Reinforcement results in a behavior:

A

Increasing when something reinforcing is added

74
Q

Negative Reinforcement results in a behavior:

A

Increasing when something averse is removed or reduced

75
Q

Intermittent Reinforcement (INT) consists of Ratio, Fixed, Interval, and Variable Schedules of Reinforcement that create which four types of Intermittent Schedules of Reinforcement?

A

FI, FR, VI, IV

76
Q

What is Shaping?

A

Differentially reinforcing a series of successive approximations toward a desired behavior

77
Q

What is Chaining?

A

Establishing complex behaviors by linking a series of simpler steps

78
Q

What is Task Analysis?

A

Breaking down a complex skill into smaller, teachable units

79
Q

What is Prompting?

A

Adding a cue or assistance to encourage a desired

80
Q

Which below is an example of the Most to Least Intrusive Prompting Hierarchy?

A

Physical, Verbal, Gestural, Model, Visual/Positional/Material

81
Q

Maintenance is the extent to which:

A

A client continues to perform mastered skills after a portion or all of an intervention has been terminated

82
Q

Stimulus Generalization is the extent to which:

A

Performance of a target behavior occurs in environments different than the original training environment

83
Q

Response Generalization is the extent to which:

A

A client performs a variety of functional responses in addition to the trained response

84
Q

Latency is a Continuous Measurement Procedure that involves:

A

Recording the elapsed time from the onset of a stimulus to the initiation of a response

85
Q

Inter-Response Time (IRT) is a Continuous Measurement Procedure that involves:

A

Recording the elapsed time between two successive responses

86
Q

Frequency is a Continuous Measurement Procedure that involves:

A

Recording each instance of a behavior

87
Q

Duration is a Continuous Measurement Procedure that involves:

A

Recording the number of seconds each instance of a behavior occurs

88
Q

A Discontinuous Measurement Procedure that is used for various skill acquisition programs where 80-90% accuracy determines if the skill has been acquired.

A

Percent Occurence

89
Q

A Discontinuous Measurement Procedure that involves observing a client at regular intervals and recoding if the behavior occurred during the entire interval of time

A

Whole Interval Recording

90
Q

A Discontinuous Measurement Procedure that involves classifying responses into severity codes, duration codes, or independence/prompting codes

A

Discrete Categorization

91
Q

A Discontinuous Measurement Procedure that involves the number of consecutive opportunities to respond required to achieve a performance standard

A

Trials to Criterion

92
Q

A Discontinuous Measurement Procedure that involves recording whether or not a behavior occurred at any time during an interval of time

A

Partial Interval Recording

93
Q

A Discontinuous Measurement Procedure that involves observing a client at pre-determined times at the end of an interval and recording if the behavior is occurring at the precise moment

A

Momentary Time Sampling

ACES 1-3 (1 decks)

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